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Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design
Zitieren Sie bitte immer diese URN: urn:nbn:de:bvb:20-opus-241612
- The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learningThe successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students’ overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.…
Autor(en): | Sebastian Oberdörfer, Sandra Birnstiel, Marc Erich Latoschik, Silke Grafe |
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URN: | urn:nbn:de:bvb:20-opus-241612 |
Dokumentart: | Artikel / Aufsatz in einer Zeitschrift |
Institute der Universität: | Fakultät für Mathematik und Informatik / Institut für Informatik |
Fakultät für Humanwissenschaften (Philos., Psycho., Erziehungs- u. Gesell.-Wissensch.) / Institut für Pädagogik | |
Sprache der Veröffentlichung: | Englisch |
Titel des übergeordneten Werkes / der Zeitschrift (Englisch): | Frontiers in Education |
ISSN: | 2504-284X |
Erscheinungsjahr: | 2021 |
Band / Jahrgang: | 6 |
Aufsatznummer: | 693012 |
Originalveröffentlichung / Quelle: | Frontiers in Education (2021) 6:693012. doi: 10.3389/feduc.2021.693012 |
DOI: | https://doi.org/10.3389/feduc.2021.693012 |
Allgemeine fachliche Zuordnung (DDC-Klassifikation): | 0 Informatik, Informationswissenschaft, allgemeine Werke / 00 Informatik, Wissen, Systeme / 004 Datenverarbeitung; Informatik |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 378 Hochschulbildung | |
Freie Schlagwort(e): | augmented reality; interdisciplinary education; learning environments; serious games; teacher education; virtual reality |
Datum der Freischaltung: | 10.02.2022 |
Datum der Erstveröffentlichung: | 30.06.2021 |
Open-Access-Publikationsfonds / Förderzeitraum 2021 | |
Lizenz (Deutsch): | CC BY: Creative-Commons-Lizenz: Namensnennung 4.0 International |